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Education Major Version

ED 527 Growth/Development of Childrenand Adolescents
Emery, Ramona Ann


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 527 Growth/Development of Childrenand Adolescents

Semester

U1P 2012 EDS

Faculty

Emery, Ramona Ann

Title

Adjunct Faculty

Degrees/Certificates

BS - Social Work
M.ED - Instructional Technology and Psychology
ED.D(c) - Educational Leadership, Curriculum, and Instruction

Office Location

Central Office Conference Room

Office Hours

30 minutes before or after class, or by appointment

Daytime Phone

816-532-8997

Other Phone

816-225-0787 - preferred

E-Mail

Ramona.Emery@park.edu

emeryr@smithville.k12.mo.us

ramonaemery@gmail.com

Class Days

--T----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
McDevitt, T.M. & Ormrod, J.E. (2013). Child Development and Education, 5th Ed. Upper Saddle River, NJ: Pearson Education, Inc. ISBN#0-13-248620-2.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
ED527 Growth and Development of Children and Adolescents: This course provides a developmental approach to the study of the growth and development of children and adolescents. This course explores the cognitive, personality, emotional, social and physical changes that occur in children from conception through adolescence. It will review research on how children learn, solve problems, and function in home and school environments.

Educational Philosophy:
The facilitator's education philosophy is best described as a strong belief that active learning strategies will create the deepest learning.  Students who come prepared to enter class discussions will enjoy a richer experience and gain a greater understanding of the material.  Students will enter a safe environment where the exchange of ideas is encouraged and rewarded.

Learning Outcomes:
  Core Learning Outcomes

  1. Compare and contrast the major theories of child development
  2. Summarize developmental stages and processes in the three development domains, including physical development, cognitive development, and social-emotional development, in the developmental periods of infancy through late adolescence.
  3. Describe and assess research strategies for investigating child development
  4. Analyze the impact of context and culture on child development
  5. Analyze the interrelatedness of theory, research, and practice in working with children and adolescents
  6. Analyze the interaction of hereditary/constitutional and environmental factors on child development.
  7. Identify and apply developmental research findings to educational practices.
  8. Practice critical analysis to reflect upon their own and others' professional and ethical practice for continual renewal and improvement of teaching performance.
  9. Utilize effective professional communication skills (i.e., reading, writing, listening, and speaking).


Core Assessment:

The core assessment for this course is an Observational Study and will account for 20% of the total grade. The Observational Study assesses students’ mastery of ED 527 core learning outcomes 1, 2, 3, 4, 5, 7, and 8.

To complete the Observational Study, students must observe two children of different ages to apply developmental theories and constructs. Specifically, students must:

A.)     Select two children who each represent different age groups and conduct an observation of each child. The ages groups include: infant (birth to 2 years), preschool age (ages 3 to 6), an elementary-school age (ages 5 – 11), OR middle-school age (ages 11 – 15). Each observation should be for a period of approximately 45-minutes. The following elements must be observed and recorded:

a.       Setting: Describe the setting of the observation, including place and situation. Who are the people present and what are their roles? What type of activity is occurring? What is the time of day and day of the week? Include anything necessary that may enhance the reader’s understanding of the setting.

b.      Child: Provide ALL information possible to give the reader a full description of the child, including his/her physical characteristics, age, expressions, and appearance; personality, mood, and activity level. To preserve confidentiality, assign each child a name that represents the child (e.g., Child A, Child B).

c.       Behavior: Record ALL of the behavior (i.e., each action) exhibited by the child over a period of 45 minutes. Indicate strength or quality of activity level. Include interactions, movements, activities, and even silence. Be objective! Describe only the behavior. Do not interact with the child or try to interpret “why” he/she may be doing something.

B.)     After completing the two observations, students must provide a written comparative analysis of their two observations. Using APA style, the written analysis should consist of the following sections:

I.       Title Page

II.      Introduction

The introduction should capture the reader's attention, give background on the topic, develop interest in the topic, and guide the reader to the thesis or purpose of the paper.

III.    Observation Summary

This section contains the typed version of the handwritten records of the observation, including setting, child, and behavior, of each child. The original, handwritten records must be included at the back of the paper in         Appendix A.

IV.    Analysis of Observed Behaviors

In this section, students must provide their analysis of the observed behaviors of each child using a least three (3) theoretical perspectives of child development per child. These areas may include, but are not limited to, theories of social development, moral development, cognition, etc.

V.     Compare and Contrast Observed Behaviors

In this section, students must compare and contrast the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones (e.g., conservation, etc.) in any of the three developmental domains (i.e., physical development; cognitive development, and social-emotional development). For example, compare          and contrast the play activities between a preschool and a middle-school child. This section may also include any other comments, questions, or concerns students may have about either child observed – here is where students may draw judgments or conclusions based upon their observations.

VI.    Analysis of Research Methods

Students are to provide an analysis of the pros and cons of using observation as a research method to study child development. Discuss how other types of research methods may add to one’s knowledge of child development. Discuss how data received from observation and other possible research methods may guide one’s decisions in working with children.

VII.   Summary

The conclusion should stress the importance of the thesis or purpose of the paper, give the essay a sense of completeness, and leave a final impression           on the   reader.

VIII. References

Using APA format, students must list all references used to support their analysis.

IX.    Appendix A

This section contains the original, handwritten observation records.

Note: Each section (section II – VII) of the article should start with a heading.

 

C.)     Students must be prepared to present their Observational Study and defend their analysis to other students in class.

Link to Class Rubric

Class Assessment:
Participation: Student participation is essential in achieving maximum learning.  The facilitator expects students to attend class regularly. If an emergency arises, it is the student's responsibility to inform the facilitator for make-up assignments. (Each class session is worth 10 points for a total of 80 points).

Reflections: Each student will submit a weekly reflection regarding the assigned reading beginning week 2.  The reflection should include the student's thoughts to classroom activities that occurred the previous week and address that week's reading. Each reflection should be approximately one to two typed double-spaced pages in length, 12 point font and APA format. All sources should be cited. (10 points per reflection - 70 points)

Article Summaries - Weeks 3 and 5: Each student should obtain and review two journal articles to expand the current understanding of theories of child development introduced in lecture and text. Recently published articles regarding changes or updates to studied child development theories are preferred. (Review 1 due Week 3, Review 2 due Week 5, 100 points total).

Group Project and Presentation: A scoring rubric of quality indicators will be discussed in class.  The project will present one of the major trends in educational practices in all three domains: physical, cognitive, and social-emotional. The project presentation will include an analysis of the educational practice, evaluation of outcomes, and the interaction with context and culture on child development. (300 points).

Observational Study: A scoring guide of quality indicators for the analysis will be discussed in class.  Students will observe two children of different ages to apply developmental theories and constructs, write up the observations, and provide a comparative analysis of the two observations (300 points total).

  • The observation of each child should be for 45-60 minutes.
  • Age groups include: infant (birth to 35 months), preschool (ages 3-6), elementary school age (5-11), middle school age (11-15).
  • Describe the setting, including the place and situation. Who are the people present and their roles? What type of activity is occurring? What is the time of day and day of week? Include all information necessary to enhance the readers' understanding of the setting.
  • Provide all information possible to give the reader a full description of the child, including physical characteristics, age, affect, appearance, personality, mood, and activity level. Do NOT use the child's name to preserve confidentiality. Assign a label such as Child A or Child B.
  • Record all behavior exhibited by the child. Indicate strength or quality of activity level. Include interactions, movements, activities, or non-movements. Describe only the actual behavior. Do not interact with the child. Do not try to interpret why he is doing something.
  • Include both the typed and observational summaries and handwritten notes with the analysis.
Final Exam: Students will individually complete an open book/open note comprehensive examination of the course content. Students should be able to identify the original source (authors, educators, philosophers, etc.) and basic premises of major theories, ideas, and concepts in child and adolescent development, and interrelatedness of theory, research, and practice in working with children and adolescents. (100 points total).

Grading:
Attendance/Participation - 10 points/week            80
Weekly reflections - 10 points/7 weeks                70
Article summaries - 50 points/2 weeks                100
Group Project/Presentation                                 300
Observational Study                                           300
Final Exam                                                         100
Total Points                                                        950

Grading:
Final grade will be based upon percentage of total points earned.
A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=59% or lower

Late Submission of Course Materials:
Course material submitted after the deadline may not be eligible for full credit.

Classroom Rules of Conduct:
Due to the compacted format, expectations will be high and course work rigorous. Reading, critical reflections, formal and informal writing, class activities, and discussion are required. Each student will be responsible for presenting and actively participating in class discussions and activities. Attendance and participation are essential.

  • It is a class expectation that learners will be engaged in their learning during discussions, presentations, projects, lectures, research, and writing.
  • It is expected that the learner will explore ideas and issues surrounding current educational systems.
  • All members of the class will respect the input of others, listen when class members are speaking, and support the learning community.
  • Attend class and be on time.
  • Please disconnect pagers and cell phones during class.
  • All written work will be typed, double-spaced, and referenced when appropriate.
  • Follow guidelines provided in the Publication Manual of the American Psychological Association, 6th edition, (2010).
  • Hard copy or electronic formats will be accepted. Late work grades will be determined based upon the learners circumstances.
  • Presentations are expected to be in digital format along with hard copy handouts.

Course Topic/Dates/Assignments:
Week 1:
Syllabus overview
Philosophy of education - quick write reflection
Foundations on Child Development - notes
Read chapters 1-3, all pages - reflection due next meeting

Week 2:
Reflection 1 - class discussion
Biological development notes
Instructional strategy presentation/class participation
Physical development notes
Review informed consent and privacy policy for observation
Read chapters 4 and 5, all pages - reflection due next week

Week 3:
Reflection 2 and Article 1 review - class discussion
Cognitive development and processes - notes
Instructional strategy presentation/class participation
Intelligence notes
Multiple intelligence investigation
Read Chapters 6-8, all pages - reflection due next week

Week 4
Reflection 3 due - class discussion
Language development notes
Instructional strategy presentation/class participation
Academic development notes
Group assignments, scoring rubric review
Read Chapters 9 and 10, all pages - reflection due next week

Week 5
Reflection 4 and Article 2 due - class discussion
Emotional development notes
Instructional strategy presentation/class participation
Social development notes
Read Chapters 11 and 12, all pages - reflection due next week

Week 6
Reflection 5 and group presentation projects due
Motivation notes
Instructional strategy presentation/class participation
Group presentations
Read chapters 13 and 14, all pages - reflections due next week

Week 7
Reflection 6 and observational study due - class discussion
Moral development notes
Instructional strategy presentation/class participation
Societal influences notes
Read chapter, all pages - reflections due next week

Week 8
Reflection 7 due - class discussion
Final exam



Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2011-2012 Graduate Catalog Page 25

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Application                                                                                                                                                                                                                                                
Outcomes
3,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
? Student used observation as a research methodology to study child development. All four (4) components of the observation are present: *Student observed two children of different ages for 45 minutes each. *Description of each setting provided. *Description of each child provided. * Description of each child's behaviors provided. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Two (2) components of the observation are present. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on at least three (3) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on one (1) theoretical perspectives. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student compared and contrasted the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in two (2) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in two (2) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in only one (1) concepts, constructs, or milestones in any of the developmental domains. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3,5,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
All four (4) components of the research evaluation are present: Student provided analysis of the pros of using observation as a research method to study child development. *Student provided analysis of the cons of using observation as a research method to study child development. *Student discussed other types of research methodologies. *Student discussed the applicability of using research data to influence practice.

 
Three (3) components of the research evaluation are present. Three (3) components of the research evaluation are present. Two (2) components of the research evaluation are present.

 
Technical/Professional Skills                                                                                                                                                                                                                              
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrates the ability to effectively communicate key growth and development concepts through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  0 factual errors and 1-3 writing errors in the artifact. 1-2 factual errors and 4-6 writing errors in the artifact 1-2 factual errors and 4-6 writing errors in the artifact ? 3-4 factual errors and 7-9 writing errors in the artifact

 

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Last Updated:5/18/2012 7:28:04 PM